This study is the continuation of the research project “Experiences in human rights education and conflict mediation in the school context of the Federal District”, developed between 2018 and 2022, under the coordination of Prof. Dr. Nair Heloísa Bicalho de Sousa, coordinator of the Studies Center For Peace and Human Rights at the Center for Advanced Multidisciplinary Studies (NEP/CEAM/UnB), supported by the Federal District Research Support Foundation (FAPDF). The present dissertation aims to identify the pedagogical practice in human rights education of elementary school teachers – initial years, as well as to understand the conception of human rights education that guides pedagogical practices. To this end, we sought to understand whether teachers have knowledge about the National Plan for Education in Human Rights (PNEDH, 2006) and the National Guidelines for Education in Human Rights (DNEDH, 2012), the main public policies related to education in human rights. human rights. This research is an exploratory, descriptive and explanatory case study, with a qualitative (documentary) and quantitative (statistical) approach. The following stand out as theoretical foundations: Brazil (2006, 2012); Candau (2003, 2005, 2009); Benevides (2008); Candau & Sacavino (2010); Carbonari (2006, 2007); Freire, (1987, 1996,1999); Magendzo (2008); Sousa (2016, 2017); Zenaide (2008, 2020); Monteiro Silva & Tavares (2013); Gil (1999); Lakatos & Marconi (2003); Flick (2006); Triviños (1987); and Minayo, (2007). As an empirical field, we selected a public school in Brasília, Federal District, located in Ceilândia. The subjects of the research were twelve teachers who work in the second stage of basic education – primary education – initial years, of which two carry out management and deputy management roles. The methodological procedures used were: semi-structured interview, participant observation and document analysis. To capture the information obtained, we based ourselves on the content analysis proposed by Guerra (2006). The research showed that the categories pedagogical practice, human rights education and elementary education – initial years, signal identity with popular education and the themes that are worked on in the classroom, as the school develops projects that deal with human rights education. and pedagogical practice. Some research subjects have conceptions about human rights education that maintain similarities with the perspectives of the authors studied and favor studies capable of giving new meaning to the relationship between pedagogical practice and human rights education. In the practical educational organization, pedagogical didactic resources and participatory methodologies were identified coherent with human rights education that favor the empowerment of students in the personal and collective dimensions, which contributes to the characterization of the school as a concrete space for experiences and promotion of rights conceived in light.